Interdisciplinarity in Pedagogy as a Methodological Problem and a Challenge for Contemporary Science. A Critical Analysis

Abstract

The article addresses the issue of interdisciplinarity in pedagogy, presenting it as a methodological category, a structural feature of the discipline, and one of the key challenges of contemporary science. The author argues that pedagogy, due to its subject of research, namely the human being functioning within complex social, cultural, educational and technological contexts, cannot develop in isolation from other fields of knowledge. The text discusses the importance of interdisciplinarity for the development of pedagogical theory and practice, its presence in pedagogical research, and its role in analysing current educational problems, such as globalisation, digitalisation, social inequalities, higher education and twenty-first-century competences. At the same time, it is emphasised that interdisciplinarity requires critical methodological awareness, as it involves difficulties in integrating scientific languages, tensions between disciplinary autonomy and openness, and the risk of superficial research. Particular significance is also attributed to teamwork, methodological pluralism and the need to preserve conceptual coherence. The analytical and critical perspective makes it possible to show both the potential and the limitations of this approach. The article concludes that interdisciplinarity is a condition for the development of pedagogy, provided that it is based on rigour, reflexivity and genuine dialogue between contemporary sciences.